[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595951-105":59,"doc-detail-595951-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","removing-barriers-to-professional-learning-cheryl-chuckry","Removing Barriers to Professional Learning - Cheryl Chuckry","","The professional learning journey for teachers varies greatly depending on conditions in their educational settings. The Manitoba Teachers’ Society’s Collaborative Learning Team Grants initiative addresses barriers including fixed mindsets, lack of time, and absence of praxis. It supports professional growth through instructional leadership, collaborative inquiry, and sustained focus on learning over time, helping teachers improve instructional practice while increasing motivation and engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/removing-barriers-to-professional-learning-cheryl-chuckry/595951/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/removing-barriers-to-professional-learning-cheryl-chuckry/595951.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What barriers does the Collaborative Learning Team Grants initiative aim to address?","Question",{"text":112,"@type":113},"It targets fixed mindsets, lack of time, and the absence of praxis in teachers’ professional communities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does a fixed mindset interfere with professional learning?",{"text":117,"@type":113},"It reinforces the belief that abilities cannot change, reduces awareness of learning needs, and affects metacognition and attention to biases, limiting growth.",{"name":119,"@type":110,"acceptedAnswer":120},"What supports do teacher teams receive under the CL Team Grants project?",{"text":121,"@type":113},"Teams receive instructional coaching from an MTS facilitator, guidance through inquiry, help exploring research, planning, reflecting on data, and sharing their learning as a group.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595951,1792988315,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Removing Barriers to Professional Learning  \nCheryl Chuckry  \nAbstract  \nThe professional learning journey for teachers can be either a challenging or a fulfilling one, depending on the conditions in each educational setting. One new initiative at the Manitoba Teachers’ Society, the Collaborative Learning Team Grants project, seeks to address barriers such as fixed mindsets, a lack of time, and the absence of praxis, in order to enable professional growth through instructional leadership, collaborative inquiry, and sustained focus on learning over time.  \nAs a Staff Officer at the Manitoba Teachers’Society (MTS), it is my role to address potential barriers that can impede teachers’ professional growth. Three particular challenges are the impact of a fixed mindset, the absence of praxis in their professional community, and the question of limited time. These roadblocks can cause teachers to lose motivation and disengage from the work of improving instructional practice. In my work with educators across the province, I therefore advocate professional development that incorporates three key enablers of learning: instructional leadership, collaborative inquiry, and focus (Katz & Dack, 2013) . This year, through the launch of the Collaborative Learning (CL) Team Grants project at MTS, I will explore both the barriers and counteractive practices in order to enhance professional development opportunities for teachers in Manitoba.  \nThree Primary Barriers to Professional Learning  \nThree primary barriers hinder teachers’ professional learning: the presence of a fixed mindset, the devaluing of praxis, and a lack of time. A fixed mindset is the belief that abilities cannot be changed (Katz & Dack, 2013) . This mindset can lead to a lack of awareness, with teachers stuck in the first stage of learning where they are unconsciously unskilled, not knowing what they do not know (Adams, 2016) . Since it is a natural tendency for human beings to take mental shortcuts, a fixed mindset can also affect metacognition and the attention to biases in thinking, which will interfere with learning (Katz & Dack, 2013) . These teachers’ level of awareness is diminished, interfering with the acquisition of new knowledge and skills for teaching. Although teachers will inevitably experience moments of fixed and growth mindsets, awareness of both states of mind enables educators to adjust their thoughts and actions, moving toward an understanding that mistakes are valuable learning opportunities (Dweck, 2015) .  \nPraxis is the belief that teachers should have opportunities to reflect while learning, so they can then apply it to their teaching (Knight, 2011) . Praxis is lost when educators look to outside organizations or attend professional learning sessions that are not relevant or that do not have any practical application (LaPointe-McEwan, DeLuca, & Klinger, 2017), resulting in a return to the teaching methods that feel the most comfortable (Gutierez & Heui-Baik, 2017) . Finally, when we do not believe that the concept of praxis is important, we put teachers in a passive role, making it difficult for them to apply ideas within their own classrooms (Burbank & Kauchak, 2003) . Without praxis, learning is not meaningful, relevant, or applicable to problems of practice.  \nTime can become another barrier to professional development. Teachers are consistently challenged by finding and organizing time, securing paid release time, and determining how much time they will have and whether it will be enough (Peterson, 2008) . They therefore may be hesitant to participate in professional learning, particularly when it involves spending time on research (Guteriez & Heui-Baik, 2017) . In addition, teachers may feel isolated if they have little time to dialogue with colleagues about the instructional practices that they learn in professional  \ndevelopment sessions (Hadar & Brody, 2010; Peterson, 2008), and they may not have sufficient time to analyze the classroom eviden","cbCaitTvKElNXrmX","https://ap.wps.com/l/cbCaitTvKElNXrmX","pdf",219283,"English","# Abstract\n# Three Primary Barriers to Professional Learning\n## Fixed mindset\n## Praxis\n## Time\n# Three Key Enablers of Professional Learning\n## CL Team Grants initiative\n## Instructional leadership","[{\"question\":\"What barriers does the Collaborative Learning Team Grants initiative aim to address?\",\"answer\":\"It targets fixed mindsets, lack of time, and the absence of praxis in teachers’ professional communities.\"},{\"question\":\"How does a fixed mindset interfere with professional learning?\",\"answer\":\"It reinforces the belief that abilities cannot change, reduces awareness of learning needs, and affects metacognition and attention to biases, limiting growth.\"},{\"question\":\"What supports do teacher teams receive under the CL Team Grants project?\",\"answer\":\"Teams receive instructional coaching from an MTS facilitator, guidance through inquiry, help exploring research, planning, reflecting on data, and sharing their learning as a group.\"}]","Removing Barriers to Professional Learning - Cheryl Chuckry | PDF",1792082173,13]